The document discusses intervention strategies for helping child victims of trauma in a school setting. It recommends establishing a crisis response team to provide support and plan interventions. The team should receive training and be able to facilitate group meetings and discussions. Large group assemblies can be held to provide information and support, while smaller targeted groups allow for more individualized assistance. The goal is to help students process their experiences and emotions, educate them on trauma responses, and provide coping strategies to prevent long-term issues.
Crime victim are at risk for developing PTSD. Rape trauma syndrome is also known as PTSD. PTSD is not only a veterans condition. PTSD develop after experiencing a traumatic event. Traumatic events may include child abuse, child sex abuse, sexual assault, natural disasters, accidents, or combat trauma. PTSD awareness, education, and early intervention can help survivors of crime from developing PTSD, or chronic long term effects of crime victimization.
Psychological resilience is defined as an individual's ability to properly adapt to stress and adversity. Stress and adversity can come in the shape of family or relationship problems, health problems, or workplace and financial worries, among others.
Treating Co-Occurring Mood & Anxiety Disorders with Substance Use DisordersGlenn Duncan
Evidence Based Treatment in the consideration of treating anxiety and depressive disorders in the substance using populations. Introduction into these disorders, DSM-5 preview with changes to substance use disorders, certain anxiety and mood disorders. Cultural and best practices treatment considerations (Mindfulness, DBT, MI, Cognitive Behavioral Therapy are in focus with mentions on other best practices such as EMDR). Issues of duty to warn and protect are covered also.
Discover the concept of cumulative impact PTSD, how prevention is vital to helping first responders deal with the stresses they experience on a daily basis and how to identify early warning signs of burnout and ptsd
Treatment Issues and Relational Strategies for Working with Complex PTSD and ...Daryush Parvinbenam
By: Daryush Parvinbenam M.A., M.Ed., LPCC-S, LICDC
Prevalence of Childhood Trauma: "50-60% of women seeking health services have experienced childhood sexual abuse. Up to 75% of women seeking mental health services has experienced childhood sexual abuse. Children of mothers who were sexually abused are twice as likely to experience childhood sexual abuse."
The Diagnostic and Statistical Manual of Mental Disorders (DSM), published by the American Psychiatric Association (APA), offers a common language and standard criteria for the classification of mental disorders.
Crime victim are at risk for developing PTSD. Rape trauma syndrome is also known as PTSD. PTSD is not only a veterans condition. PTSD develop after experiencing a traumatic event. Traumatic events may include child abuse, child sex abuse, sexual assault, natural disasters, accidents, or combat trauma. PTSD awareness, education, and early intervention can help survivors of crime from developing PTSD, or chronic long term effects of crime victimization.
Psychological resilience is defined as an individual's ability to properly adapt to stress and adversity. Stress and adversity can come in the shape of family or relationship problems, health problems, or workplace and financial worries, among others.
Treating Co-Occurring Mood & Anxiety Disorders with Substance Use DisordersGlenn Duncan
Evidence Based Treatment in the consideration of treating anxiety and depressive disorders in the substance using populations. Introduction into these disorders, DSM-5 preview with changes to substance use disorders, certain anxiety and mood disorders. Cultural and best practices treatment considerations (Mindfulness, DBT, MI, Cognitive Behavioral Therapy are in focus with mentions on other best practices such as EMDR). Issues of duty to warn and protect are covered also.
Discover the concept of cumulative impact PTSD, how prevention is vital to helping first responders deal with the stresses they experience on a daily basis and how to identify early warning signs of burnout and ptsd
Treatment Issues and Relational Strategies for Working with Complex PTSD and ...Daryush Parvinbenam
By: Daryush Parvinbenam M.A., M.Ed., LPCC-S, LICDC
Prevalence of Childhood Trauma: "50-60% of women seeking health services have experienced childhood sexual abuse. Up to 75% of women seeking mental health services has experienced childhood sexual abuse. Children of mothers who were sexually abused are twice as likely to experience childhood sexual abuse."
The Diagnostic and Statistical Manual of Mental Disorders (DSM), published by the American Psychiatric Association (APA), offers a common language and standard criteria for the classification of mental disorders.
Eating disorders are psychological illnesses defined by abnormal eating habits that may involve either insufficient or excessive food intake to the detriment of an individual's physical and mental health.
Sexual dysfunction or sexual malfunction is difficulty experienced by an individual or a couple during any stage of a normal sexual activity, including physical pleasure, desire, preference, arousal or orgasm.It requires a person to feel extreme distress and interpersonal strain for a minimum of 6 months.
Childhood trauma in the classroom brochureChris Tacto
The project was developed for my Foundation Year internship macroproject. I developed a brochure for the teachers from the elementary school I was interning at to educate them about childhood trauma and the effects it has on teacher's awareness.
The brochure also includes:
- A definition of what is considered a "Traumatic Event"
- Information about the types of reactions children have as result of traumatic experiences
- Roles of teachers in helping children after traumatic events
- Signs that may indicate distress/secondary traumatic stress
- Tips for Teacher Self-Care
Crisis intervention is an immediate and short-term psychological care aimed at assisting individuals in a crisis situation in order to restore equilibrium to their bio-psycho-social functioning and to minimize the potential of long-term psychological trauma.
In Conversation with Compassion and Care
These essays are a poignant reminder that true compassion is visceral and deep in its emotion. There is depth in the experiences shared in these essays; some intimate, some heart-breaking. Collectively, these works highlight an essential need for self-compassion and compassion to one another with the aim of sharing knowledge and changing lives;
careif is planning to provoke more conversations on compassion and care, so please share with others and send your views/essays to enquiries@careif.org
https://publicmentalhealthbybhui.wordpress.com/2015/01/11/in-conversation-with-compassion-and-care/
Crisis intervention is an immediate and short-term psychological care to restore equilibrium. I think this will be useful. This is very important topics in Advanced nursing practice and education too.
Behavior therapy is a form of psychotherapy. It is essential for all the budding psychologists to study and understand. it is a part of academic writing course .
Similar to Intervention with child victims of trauma (20)
Personality disorders are a class of mental disorders characterized by enduring maldaptive patterns of behavior, cognition, and inner experience, exhibited across many contexts and deviating markedly from those accepted by the individual's culture.
A sleep disorder is a medical disorder of the sleep patterns of a person or animal. Some sleep disorders are serious enough to interfere with normal physical, mental, social and emotional functioning.
QA Paediatric dentistry department, Hospital Melaka 2020Azreen Aj
QA study - To improve the 6th monthly recall rate post-comprehensive dental treatment under general anaesthesia in paediatric dentistry department, Hospital Melaka
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
IMPACTION
Fecal impaction results from unrelieved constipation. It is a collection of hardened feces wedged in the rectum that a person cannot expel. In cases of severe impaction the mass extends up into the sigmoid colon.
DIARRHEA
Diarrhea is an increase in the number of stools and the passage of liquid, unformed feces. It is associated with disorders affecting digestion, absorption, and secretion in the GI tract. Intestinal contents pass through the small and large intestine too quickly to allow for the usual absorption of fluid and nutrients. Irritation within the colon results in increased mucus secretion. As a result, feces become watery, and the patient is unable to control the urge to defecate. Normally an anal bag is safe and effective in long-term treatment of patients with fecal incontinence at home, in hospice, or in the hospital. Fecal incontinence is expensive and a potentially dangerous condition in terms of contamination and risk of skin ulceration
HEMORRHOIDS
Hemorrhoids are dilated, engorged veins in the lining of the rectum. They are either external or internal.
FLATULENCE
As gas accumulates in the lumen of the intestines, the bowel wall stretches and distends (flatulence). It is a common cause of abdominal fullness, pain, and cramping. Normally intestinal gas escapes through the mouth (belching) or the anus (passing of flatus)
FECAL INCONTINENCE
Fecal incontinence is the inability to control passage of feces and gas from the anus. Incontinence harms a patient’s body image
PREPARATION AND GIVING OF LAXATIVESACCORDING TO POTTER AND PERRY,
An enema is the instillation of a solution into the rectum and sig
One of the most developed cities of India, the city of Chennai is the capital of Tamilnadu and many people from different parts of India come here to earn their bread and butter. Being a metropolitan, the city is filled with towering building and beaches but the sad part as with almost every Indian city
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We understand the unique challenges pickleball players face and are committed to helping you stay healthy and active. In this presentation, we’ll explore the three most common pickleball injuries and provide strategies for prevention and treatment.
Navigating the Health Insurance Market_ Understanding Trends and Options.pdfEnterprise Wired
From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
2. CASE PRESENTATION: THE TRAUMATIC
EVENT
The traumatic event: teacher killed
The briefing and time for defusing give faculty and
support staff the opportunity to ask questions about what
happened, express a small measure of their own grief,
and then discuss and decide how to deal with the
students.
They present the known facts, discuss normal grief
reactions, and then open the floor to discussion. While
everyone is alert and watches for students who are more
distressed.
3. STRESS REACTION
10 percent of those children and adults will experience
profound, long-lasting stress effects.
Cognitive symptoms:
- Memory loss.
- Difficulty with problem solving.
- Loss of attention and concentration.
Emotional symptoms:
- Anxiety. - Fear.
- Depression. - Irritability.
- Anger.
4. TRAUMATIC STRESSORS MAY LEAD TO
TRAUMATIC STRESS REACTIONS
Traumatic stressors upset the equilibrium of the person & often
result in disorganization and inability to cope.
5. FACTORS OF THE TRAUMATIC IMPACT UPON
THE CHILDREN:
Perceived threat to life.
Time duration of the trauma.
Causation of the loss (man-made, God-made,
intentional).
Manner in which the event affects the beliefs and
expectations.
6. KEY FACTORS
How the event fits into the child’s life view .
social support to the child.
level of seriousness of the trauma. (duration, frequency,
source, type).
7. CHILD’S BELIEFS & TRAUMA
School personnel must determine first what beliefs
the event challenges or changes in that child’s
mind.
Traumatic events invalidates aspects of child’s
previous view of the world.
If the traumatic event is long-term and chronic
denial frequently occurs after the initial outcry and
alarm phase. It may occur via repression,
dissociation, amnesia, or splitting into multiple
personalities if the trauma is extremely severe.
8. MAJOR GOAL FOR SCHOOL CRISIS RESPONSE
TEAM
Help students and staff achieve cognitive completion and
integration into a model of the world and individual
assumptions that negate self-blame.
10. 1- ESTABLISHING A SCHOOL-BASED CRISIS
RESPONSE TEAM
The crisis team must be willing to accept responsibility to provide needed
services.
crisis team:
1. Must be aware of ancillary community services and agencies.
2. Define frontline plan of service prior to the occurrence of a
crisis.
3. Should be given crisis response training and be familiar with
post-traumatic stress theory and intervention principles as
well as grief theory.
4. Need to know principles of group work and how to run
groups as facilitators.
5. Must be able to manage anxiety-based reactions of students
and staff in a quiet, non punitive, direct manner.
11. 7. Handle intense emotional expression without falling apart.
8. Must give others permission to express feelings while
providing emotional support.
9. Must teach coping and problem-solving skills.
10. They must be empathic, not sympathetic, reflective, and
calmative.
11. They must be willing to work extended hours, keeping school
open if the situation demands,
12. Must be aware of the principles of child development , age
and stage appropriate conceptual reasoning abilities.
12. HELPING STUDENTS AFFECT THEM
By helping students who have been traumatized to
debrief team members prevent or minimize the existence
of long-term post-traumatic reactions.
Mobilization of resources both within and outside the
system, is important and necessary.
Providing support, understanding, empathy, and care to a
traumatized child helps that child express grief, loss, and
other post-trauma emotions.
13. 2- GROUP MEETINGS OR ASSEMBLIES
If the school is large or the stressor trauma impacts large
numbers, demand for crisis services is high. This demand
may exceed the resources of the school.
In these instances, additional external personnel maybe
asked to offer assistance – personnel from a local mental
health agency.
Students maybe grouped by grade level.
When this happens it is important to station a number of
sensitive staff at various points in the rooms to observe
student reactions and approach those who are especially
upset. Local mental health can fill in.
14. In case of suicide event, nothing that indicates the glorification
of the acts or acts should be used, so that possible contagion is
avoided. Because there’s an extremely high probability that a
second suicide will occur.
It’s extremely important to include a suicide prevention
component in the assembly.
Students are invited to share healthy, adaptive responses they
have used to cope, while avoiding self-destructive acts.
Education about the normalcy of a post-traumatic and grief
reaction and the stages of healing needs to be included as part
of the message.
15. Speakers may suggest ways to cope with the traumatic
events that give more meaning to what has happened.
Assembly concludes with a message of hope and a
reiteration of factual information about what will happen
next.
Attendance are given a challenging message to help
restore morale and to establish a goal.
Assemblies and general meetings should last
approximately one hour.
16. 3- SMALL GROUP INTERVENTION
Students whose grief reactions are inappropriate,
extreme, and were close to the deceased should be
escorted to waiting professionals for small group and
individual sessions.
These people often do not seek to be part of large groups.
These groups are generally geared toward crisis
intervention and are led by two professionals.
While one leads the discussion the other observes the group
to note who appears to be at a greater risk of developing
acute post-traumatic stress reaction or disorder.
17. Weinberg says: “close friends with the victim(s) may
have had a pre existing conflict with the deceased that
was not resolved or are unable to accept the reality of the
death.”
At times these students are unable to control of their
emotions and express extreme grief, may express
extreme, self-punitive anger and self blame, may have
suicidal thoughts, insinuations or ruminations, or may
self – mulitate.
Number of members should only be 15 individuals.
18. Purpose of the group:
1. Allow the persons to talk about the event and its impact on
them and their involvement in the event.
2. Respect boundaries of confidentiality and encouraged to talk
only for themselves.
3. to discussing the normalcy of grief and traumatic reactions,
correct false information about what happened during the
event, give facts about what will happen next.
4. Share what they thought about the event when they heard of
it.
5. Helped to examine current and past losses and identify
proactive, empowering coping strategies.
19. These groups are not aimed as “cures” for traumatic
reactions. Instead, they are designed to minimize the
later occurrence of disruptive post-traumatic stress
reactions and therefore are in essence, preventive.
21. CONCLUSIONS
Time heals all wounds, unless wounds are buried,
repressed or dissociated and until the wounds
intrude into the child’s life at a later time.
Also children are resilient, but those who get
positive attention from others, who have a sense of
meaning of life, who are bounded with caretakers,
and demonstrate faith, hope, humor are more likely
to heal.